CBHC Grade Eight Program - WordPress.com

CBHC Grade Eight Program

Grade Eight Package Copyright 2011 Canadian Bushplane Heritage Centre 2

INTRODUCTION At the Canadian Bushplane Heritage Centre we are passionate about our Northern Ontario heritage. We are also very excited about educating the public on our many historical aircraft exhibits as well as forests and forest firefighting exhibits. Our Education Program will allow you to engage your students and give them a personalized, relevant and exciting new take on the curriculum. Our program is developed with teachers in mind and will allow you to build on curriculum expectations before and after the tour that all tie into the materials presented in the tour. We would love to partner with you to allow your students to discover and learn about their Northern Ontario heritage and the exciting life as a bushplane pilot or forest fire fighter. Our tour guides are retired educators, MNR workers and/or pilots who love working with kids and students. Our experts make the experience one you and your students will never forget! Our Grade Eight Program focuses on the history of the bushplane and the opening of the North and how both of these aided in the growth of Canada’s economy. Students will have a chance to climb inside, play, touch and even “fly” with their classmates in an old Saunders passenger aircraft. Students will also discover how bushplanes help fight forest fires. We will ignite your student’s imaginations and interest. Your class will learn quickly that adventure takes off at the Canadian Bushplane Heritage Centre! For more information and preparation lessons please visit us at: www.bushplane.com/education/lessons/gradeeight You may also speak to someone for more information or to book your school tour at Toll Free: 1-877-287-4752 Local: 705-945-6242

Developed and copyright by The Canadian Bushplane Heritage Centre 2011

http://www.bushplane.com/education/lessons/gradeeight


OVERVIEW OF CURRICULUM EXPECTATIONS The following is a list of expectations from the grade eight curriculum that will be met by following the Canadian Bushplane Heritage Centre Grade Eight Program.

Overall Expectation: Describe the characteristics of different types of economic systems and the factors that influence them, including economic relationships and levels of industrial development.

How: Students will take a guided tour of the timeline of the bushplane. They will learn about how the bushplane evolved as well as how it helped Canada to evolve. They will learn how the bushplane opened the north to new industry, transportation and growth in our economy. They will also learn that without the bushplane the advancements made in the mining, forestry and transportation industries would have never happened at the pace they did.

Specific Expectation: Explain how the availability of particular economic resources influences the economic success of a region.

Overall Expectation: Describe the characteristics of different types of economic systems and the factors that influence them, including economic relationships and levels of industrial development; Compare the economies of different communities, regions or countries, including the influence of factors such as industries, access to resources and access to markets.

How: Our tour guides will give a comprehensive tour of the timeline of the bushplane. Students will hear how the bushplane allowed for the growth of Canada’s economy especially in the mining, forestry and transportation sectors.

Specific Expectation: Identify and give examples of the three major types of industries – primary (resource), secondary (manufacturing) and tertiary (service) – and describe how these industries have developed in Canada.


How: We create an environment where students experience new terminology and where they see things they have never seen before. Our expert guides allow and encourage questioning while students discover all of this new and exciting information.

Specific Expectation: Formulate questions to guide and analyse research on economic influences and relationships.



How: The guides and the tour of the Bushplane Heritage Centre will serve as a primary source of information for students that they will be able to recall or make notes for future use on tests, quizzes, reports or projects.

Specific Expectation: Locate relevant information from a variety of primary and secondary sources.


How: We create an environment where students experience new terminology and where they see things they have never seen before. Our expert guides allow and encourage questioning while students discover all of this new and exciting information.

Specific Expectation: Use appropriate vocabulary to describe their inquiries and observations.


GRADE EIGHT LESSONS Associated lessons are encouraged before and the field trip. Many students may not have been to a museum and it is helpful to establish the rules of a museum as well as get them excited to come and experience all the fun adventures they are about to have. The following activities are all optional; our tours are developed to be stand-alone and pre or post lessons are not required to experience a field trip at the Canadian Bushplane Heritage Centre. You can use one lesson or a combination of lessons to aid your students in their experience. All the resources for the activities are supplied and most of the suggested books may be lent out through our own library for up to one week. Some books are also noted to be in the Public Library for teachers to take out for longer periods of time. For more information and preparation lessons please visit us at: www.bushplane.com/education/lessons/gradeeight You may also speak to someone for more information or to book your school tour at Toll Free: 1-877-287-4752 Local: 705-945-6242

Developed and copyright by The Canadian Bushplane Heritage Centre 2011

http://www.bushplane.com/education/lessons/kindergarten


Lesson 1

Students Will Discover:

The three major types of industry: Primary, secondary and tertiary. Create a glossary of new vocabulary for the unit. Examine the elements of an economic system tracing a product back to its origin.

Materials:

Grouping 20 Items worksheet Elements of an Economic System worksheet Chart paper Markers

Lesson:

1. Teacher will explain to the students that in small groups, they will examine a list of 20 items and that they must decide how to separate the items into four groups, then three groups and then two equal groups. They will use chart paper to categorize the items.

2. Students will brainstorm a title for each group and provide a rationale for their choices. The charts can be posted around the classroom so that students can compare results.

3. A reporter from each group will present the group's findings to the class.

4. Teacher will direct a discussion to lead students to understand, if they have not already, that in the two groups, 10 of the items can be labelled as goods and 10 labelled as services.

5. Using the list of goods from step 4, the teacher will pose the following questions: a) Where does it come from (natural resource)? b) How was it produced? c) For who is it produced (Whom uses it?)? d) How is it distributed?

6. Students will complete a visual organizer (Elements of an Economic System worksheet). Teacher could complete an example with the students (e.g., pencil - tree/forest; made in a factory; students, teachers, artists, etc.; train, truck, ship).

7. Have students will begin a glossary section in their notebooks to record the important terms and definitions of the unit including: goods, services, economic systems.

8. After examining the 20 items in this task, students might consider the following questions.

a) How many of the goods do I have? b) How many do I need?


Grouping 20 Items

Instructions:

1. The chart below is reserved for a special grouping of the items. In the mean time, don’t write on it. Read the following instructions carefully.

2. With your group, carefully examine the items listed below. Discuss how the 20 items could be divided into 4 groups. You will have to choose a criterion to do this. Use a chart paper to list these groups and title each according to the criterion you used to make it.

3. See if your group can sort the items into 3 groups and give each a title, recording on your chart paper.

4. See if you can make 2 groups and give each a title, recording your sorting in the following chart.

5. Now comes a big challenge! Examine the list carefully and see if you can divide the items into 2 equal groups. Title each group.

Car Hospital School Police station Boat Pen Doctor Piano Dirt bike Cheese Egg Hairdresser Tanning salon Optometrist Fire hall Clock Chair Auto mechanic Computer Dentist

Title: Title:

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.


Grouping 20 Items Answer Key

Instructions:

1. The chart below is reserved for a special grouping of the items. In the mean time, don’t write on it. Read the following instructions carefully.

2. With your group, carefully examine the items listed below. Discuss how the 20 items could be divided into 4 groups. You will have to choose a criterion to do this. Use a chart paper to list these groups and title each according to the criterion you used to make it.

3. See if you can group the items into 3 groups and give each a title, recording your chart paper.

4. See if you can make 2 groups and give each a title, recording your sorting in the following chart.

5. Now comes a big challenge! Examine the list carefully and see if you can divide the items into 2 equal groups. Title each group.

Car Hospital School Police station Boat Pen Doctor Piano Dirt bike Cheese Egg Hairdresser Tanning salon Optometrist Fire hall Clock Chair Auto mechanic Computer Dentist

Title: Goods Title: Services

1. Car 1. Tanning salon

2. Boat 2. Hospital

3. Dirt Bike 3. Optometrist

4. Chair 4. Auto Mechanic

5. Pen 5. Doctor

6. Cheese 6. Fire Hall

7. Egg 7. Police Station

8. Computer 8. Hairdresser

9. Piano 9. Dentist

10. Clock 10. School


Elements of an Economic System

Good Where does it come from? (raw material)

How is it produced?

For who is it produced? (who uses it)

How is it distributed?

Pencil Tree/forest In a factory Students, teachers, artist etc.

Train, truck, ship to store

Car

Boat

Dirt Bike

Chair

Pen

Cheese

Egg

Computer

Piano

Clock


Elements of an Economic System Answer Key

Good Where does it come from? (raw material)

How is it produced?

For who is it produced? (who uses it)

How is it distributed?

Pencil Tree/forest Wood is formed into a product in a factory

Students, teachers, artist etc.

Train, transport, ship to store

Car Minerals in ground Steel making factory

Adults Train, transport, ship to dealerships

Boat Tree/forest or minerals in ground

Wood or steel is made into parts & assembled in factory

Boaters Transport, train ship to dealerships

Dirt Bike Minerals in ground Metals are made to parts in factory

Bikers Transport, train, ship to dealership

Chair Tree/forest Wood is made into parts & assembled in factory

People, kids, adults

Shipped to stores by truck, ship or train

Pen Minerals Plastic & ink is manufactured in factory

Teachers, workers, students, etc.

Shipped to stores by truck, ship or train

Cheese Cow’s milk Milked out of a cow then curdled

Families Shipped to stores by transport to grocery store

Egg Chickens Taken from chickens & put in cartons

Families Shipped to stores by transport to grocery store

Computer Minerals in ground Refined into materials in factory or plant

Businesses, homes, personal use etc.

Shipped to stores by transport, ship, train or air

Piano Trees/forest Wood is turned into piano parts in factory

Musicians Shipped to stores by transport, ship or train

Clock Minerals in ground

Minerals made into parts and assembled in factory

All people Shipped to stores by transports, ship or train


Lesson 2

Students will discover:

The three major types of industry: Primary, secondary and tertiary. Create a glossary of new vocabulary for the unit. Examine the elements of an economic system tracing a product back to its origin.

Materials:

Pictures or actual products of goods such as wood, chair, tomato, apple, etc.

Chart paper

The Tree Types of Industries worksheet

Teaching / Learning:

1. Display a variety of labelled pictures and/or actual products of goods for the students to examine (wood, chair, tomatoes, cans of fruit or vegetables, etc.).

2. With the students, trace the origin of these products (i.e., wood is from a tree in the forest; the chair is from a retailer, who got it from a factory, that made it from the wood they got from the saw mill, that obtained it from the forestry company, that got it from a tree in the forest.)

3. Introduce the three main types of industries (primary/resource, secondary/manufacturing and tertiary/service) and place them as headings on chart paper/chalk board/overhead. Students can do the same in their notebooks.

4. Students will be asked to place the labels from the pictures or products from step 1 under the appropriate industry heading.

5. Students complete a visual organizer The Three Types of Industries to display the three types of industries: primary, secondary and tertiary. Students will decide where to place each of the given industries on the chart.

6. Place important terms in glossary: primary/resource, secondary/manufacturing and tertiary/service industries.


Name: ________________________________________________________________

The Three Types of Industries Place each of the following in the correct section of the chart: Mining Schools Fishing Dentist Hospital Automobile makers Jewellers Doctor Construction Food processing Communications Bank Government agencies Fish canneries Transportation Forestry Farming Retail Store Theatre Restaurant Steel makers Sports teams Boat builder Hotel

The Tree Types of Industries

Primary Industry

(Resource)

Secondary Industry (Manufacturing)

Tertiary Industry

(Service)


The Three Types of Industries Answer Key

Place each of the following in the correct section of the chart: Mining Schools Fishing Dentist Hospital Automobile maker Jewellers Doctor Construction Food processing Communications Bank Government agency Fish canneries Transportation Forestry Farming Retail Store Theatre Restaurant Steel maker Sports teams Boat builder Hotel

The Tree Types of Industries

Primary Industry

(Resource)

Secondary Industry (Manufacturing)

Tertiary Industry

(Service)

mining

forestry

fishing

farming

automobile maker steel maker jeweller boat builder fish canneries construction food processing

retail store school bank hospital dentist communications sports team hotel government agency doctor transportation restaurant theatre


Suggested Reading:

Eyewitness Books: Economy, Johnny Acton DK, 2010.

Eyewitness Economy unravels the mysteries and paradoxes of how economies work or fail.

Illustrated throughout with illuminating photos, the book answers questions such as: why is money valuable, why do recessions happen and why are some countries rich and others poor?

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